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Summer Scientist Week (www.summerscientist.org) is an innovative public engagement event held at the University of Nottingham that increases public understanding of the psychology of child development. Families with children aged from 4 to 11 years experience the research process first-hand by participating in ongoing studies. Research findings and their impact are disseminated through posters at the event and follow-up newsletters. Summer Scientist Week (SSW) has increased public understanding of psychology research within the community and has increased interest in psychology and child development topics in the media and has increased attendance at other science and research-based events.
Young Lives is identifying major influences on children's development, from infancy to adulthood, by carrying out a pioneering longitudinal study across four developing countries over 15 years. Young Lives gathers and analyses data on how childhood is changing in diverse communities, especially through the impact of economic, cultural and policy shifts, by studying two age cohorts in each country. UNICEF, the World Bank, Plan International, and Save the Children International, among others, are using Young Lives research to design childhood poverty-reduction policies in the Post-2015 Development Agenda. The research also underpins the re-visioning of global child protection work by UNICEF, Save the Children Canada, and World Vision UK.
Since 2007, a team of researchers at Northumbria led by Professor Margaret (Greta) Defeyter (employed at Northumbria since Sept 2003) have been investigating the effects of breakfast on children's cognitive performance and social behaviours. The research findings have been translated into an online training programme that has up-skilled the workforce (e.g. teachers, governors, NHS Public Health Advisors and parent volunteers) from across the UK. This training provision has resulted in the start-up of 212 school breakfast clubs across the UK. School staff and public health advisors have reported a significant impact on their knowledge and skills, as well as the training programme having influenced practice and shared learning between colleagues. Following the implementation of school breakfast clubs, teachers have reported gains in terms of school attendance, punctuality and motivation (increased attainment) and quality of life (social deprivation, behaviour and nutrition) of many children involved in the UK.
UK and international comparative research on socioeconomic inequality in early childhood, conducted by University of Bristol in conjunction with international colleagues, has profoundly influenced a variety of UK policy initiatives since 2010. Reliable evidence on the extent of learning deficits among recent cohorts of socio-economically disadvantaged children in early childhood has led to widespread acceptance in government that policy to promote equality of opportunity must begin in the preschool period. Analysis of the factors underpinning the disparities has led to and informed the development of official UK indicators to monitor progress in this area and specific policies to support parents, with outstanding potential to impact positively on the life chances of disadvantaged children. These include, for example, free childcare places for disadvantaged two-year-olds, an increased number of health visitors and the launch of telephone and online services for parents.
Four staff align with impact in the interdisciplinary field of Childhood Studies; Broadhead, Brock, Moss and Potter. Their research examines different, related aspects of early to late childhood. The impact is evident in several domains. Research has contributed to policy and professional development in relation to the early years and autistic spectrum disorders. It has enhanced pedagogies in schools concerning play and children's social participation. It has improved communication with children through the development of play approaches and approaches for those children diagnosed on the autistic spectrum. It has contributed to childhood workforce skill enhancement in relation to the early years and men's professional and familial involvement with children. This research has also informed public awareness of children's perspectives and experiences through the use of media and other forms of public engagement.
Coordination between the eyes is vital for children's visual and motor development, yet it often fails to develop properly. Horwood and Riddell's research has had important implications for the clinical management of binocular coordination, particularly for infant squint and childhood long-sightedness. They have demonstrated that most newborn infants (approximately 75%) have intermittent misalignment (i.e. sometimes point their eyes in different directions), but after 4 months of age only 3.25% continue to squint and it is only these children that require intervention. As a result, concerned parents have been advised appropriately and unnecessary appointments with GPs and specialists have been reduced. Horwood and Riddell's findings have also led to a substantial change in the management of long-sightedness, from which about 5% of children in the UK suffer (i.e. approximately 300,000 children between 5 and 14 years of age). Traditionally, children with long-sightedness have been provided with glasses that under-correct their vision. Our findings, however, have (i) demonstrated that some long-sighted children choose not to focus on near objects, and (ii) informed clinicians that full correction of focussing is often required to ensure clear vision, for instance, when reading. In both areas, Horwood and Riddell's research has led to changes in clinical guidelines, training, and practice and the advice given to concerned parents.
Research at Kingston University led to the development of a preschool number learning scheme ("PLUS") which uses short matching and estimation games to improve the number abilities of preschool children. The programme was first delivered by trained postgraduate students to 60 children at five regional nursery schools. An evaluation study confirmed the efficacy of the programme in enhancing the children's numerical (and other) skills. Next, Dr Van Herwegen trained staff members in these five preschools and five others to deliver PLUS on a daily basis, to reach over 500 pre-schoolers across the region. This resulted in a change to institutional practices within these preschools.
Public understanding and debate at the national level have been impacted upon by the research work of psychologists at the University. Furthermore, through bespoke knowledge exchange workshops understanding, intentions and practices of education and care professionals have changed. The impact draws on the work of Burkitt and Greenlees, both chartered psychologists and Readers at the University undertaking applied psychological research in the area of colour. Burkitt has published on the use and meaning of colour in children's drawings and Greenlees on its effect on sporting performance particularly in football.
Wood and Plester conducted the first empirical research into the impact of text messaging on children's literacy abilities, the results of which have impacted on:
Cardiff University has established the world's largest single cohort of children and young adults with Down's syndrome in which visual deficits have been characterised. Cardiff research studies over 20 years have informed evidence-based guidelines published by the Department of Health and national practitioner bodies for the recognition and practical management of common visual problems in children with Down's syndrome. Consequently, eye care specialists now recommend bifocals for these children. The Cardiff research has also supported changes to teaching methods and resources for children with Down's syndrome. Collectively these children are now benefiting from better eye care and improved learning and educational opportunities.